The evolving nature of education system and the increasing complex challenges facing individual teachers and the teaching profession as a whole are of immense importance in Indonesia.
... See More + The Indonesian teacher reform was designed and is being implemented as a genuinely comprehensive program. From its beginning, it has therefore considered and responded to all of the necessary stages of an effective teacher management and development process. The importance of this reform is further underlined by the efforts made by the Ministry of education and culture, supported by the World Bank, to examine following points: (1) the quality of existing (pre-reform) and new (post-reform) teachers in the system; (2) the promotion of higher standards and enhanced competencies for teachers through more effective processes of recruitment, teacher education, certification, remuneration and other incentives, ongoing professional development and support, and career promotion or progression; and (3) the impact of these actions on teacher behavior and knowledge, student achievement, and the financing and efficiency of the education system. Thus, the World Bank team, with the Indonesian Ministry of national education, designed and managed a wide range of research projects and program support activities that, taken together, tell the story of the design, implementation, and impact of this reform. In order to reduce the budgetary impact of the certification program, the inefficiencies associated with teacher hiring and deployment need to be addressed. Attention will also need to be paid to staffing standards in small schools which are a key driver of low student-teacher ratios. But the incentive of both professional status and professional pay is now attracting more candidates into teacher education at the expense of other fields. The original intention of the teacher law was to put in place a framework of effective policies and procedures which will both assure the quality of the process and its products and encourage continuing professional development.
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The evolving nature of education system and the increasing complex challenges facing individual teachers and the teaching profession as a whole are of immense importance in Indonesia.
... See More + The Indonesian teacher reform was designed and is being implemented as a genuinely comprehensive program. From its beginning, it has therefore considered and responded to all of the necessary stages of an effective teacher management and development process. The importance of this reform is further underlined by the efforts made by the Ministry of education and culture, supported by the World Bank, to examine following points: (1) the quality of existing (pre-reform) and new (post-reform) teachers in the system; (2) the promotion of higher standards and enhanced competencies for teachers through more effective processes of recruitment, teacher education, certification, remuneration and other incentives, ongoing professional development and support, and career promotion or progression; and (3) the impact of these actions on teacher behavior and knowledge, student achievement, and the financing and efficiency of the education system. Thus, the World Bank team, with the Indonesian Ministry of national education, designed and managed a wide range of research projects and program support activities that, taken together, tell the story of the design, implementation, and impact of this reform. In order to reduce the budgetary impact of the certification program, the inefficiencies associated with teacher hiring and deployment need to be addressed. Attention will also need to be paid to staffing standards in small schools which are a key driver of low student-teacher ratios. But the incentive of both professional status and professional pay is now attracting more candidates into teacher education at the expense of other fields. The original intention of the teacher law was to put in place a framework of effective policies and procedures which will both assure the quality of the process and its products and encourage continuing professional development.
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The evolving nature of education system and the increasing complex challenges facing individual teachers and the teaching profession as a whole are of immense importance in Indonesia.
... See More + The Indonesian teacher reform was designed and is being implemented as a genuinely comprehensive program. From its beginning, it has therefore considered and responded to all of the necessary stages of an effective teacher management and development process. The importance of this reform is further underlined by the efforts made by the Ministry of education and culture, supported by the World Bank, to examine following points: (1) the quality of existing (pre-reform) and new (post-reform) teachers in the system; (2) the promotion of higher standards and enhanced competencies for teachers through more effective processes of recruitment, teacher education, certification, remuneration and other incentives, ongoing professional development and support, and career promotion or progression; and (3) the impact of these actions on teacher behavior and knowledge, student achievement, and the financing and efficiency of the education system. Thus, the World Bank team, with the Indonesian Ministry of national education, designed and managed a wide range of research projects and program support activities that, taken together, tell the story of the design, implementation, and impact of this reform. In order to reduce the budgetary impact of the certification program, the inefficiencies associated with teacher hiring and deployment need to be addressed. Attention will also need to be paid to staffing standards in small schools which are a key driver of low student-teacher ratios. But the incentive of both professional status and professional pay is now attracting more candidates into teacher education at the expense of other fields. The original intention of the teacher law was to put in place a framework of effective policies and procedures which will both assure the quality of the process and its products and encourage continuing professional development.
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Influenced by the condition of young children within its own country and by the pattern of international evidence about the value of Early Childhood Education and Development (ECED), the government of Indonesia has implemented policies and programs that prioritize the early years of children's lives.
... See More + The first critical step was taken in 2001, when a new directorate dedicated to early childhood was established within the Ministry of Education and Culture. The second critical step was taken when early childhood education was included in a succession of key policy documents-the National Education System Law No. 20 in 2003 and the Ministry of Education and Culture's Strategic Plan (Rencana Strategis or Renstra) in 2004. ECED services are privately provided in multiple formats intended to cater to distinct age groups, and several different government ministries regulate the services. These arrangements underscore the continuing challenges in coordinating services and ensuring high quality across service providers. This book uses Indonesian data to answer five questions with significance for research, policy, and practice within and beyond Indonesia: (1) shat does global evidence tell us about the importance of ECED, and what policies and programs has Indonesia implemented to promote ECED?; (2) what is the pattern of development among young children in poor villages in Indonesia, and how is that development linked with their families' characteristics and the ECED services typically available to them?; (3) what were the processes and challenges of implementing a community-driven ECED project across 50 poor districts in Indonesia?; (4) what can be learned from the short-term results of a randomized evaluation of the project's impact on childrens development?; and (5) what insights can be derived from this body of research to inform future policies and practices in Indonesia and beyond? With support from the World Bank and other development partners, the government has provided new early childhood services in 6,000 poor communities across 50 districts in the country. The lessons from this experience are focused in this book.
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Influenced by the condition of young children within its own country and by the pattern of international evidence about the value of Early Childhood Education and Development (ECED), the government of Indonesia has implemented policies and programs that prioritize the early years of children's lives.
... See More + The first critical step was taken in 2001, when a new directorate dedicated to early childhood was established within the Ministry of Education and Culture. The second critical step was taken when early childhood education was included in a succession of key policy documents-the National Education System Law No. 20 in 2003 and the Ministry of Education and Culture's Strategic Plan (Rencana Strategis or Renstra) in 2004. ECED services are privately provided in multiple formats intended to cater to distinct age groups, and several different government ministries regulate the services. These arrangements underscore the continuing challenges in coordinating services and ensuring high quality across service providers. This book uses Indonesian data to answer five questions with significance for research, policy, and practice within and beyond Indonesia: (1) shat does global evidence tell us about the importance of ECED, and what policies and programs has Indonesia implemented to promote ECED?; (2) what is the pattern of development among young children in poor villages in Indonesia, and how is that development linked with their families' characteristics and the ECED services typically available to them?; (3) what were the processes and challenges of implementing a community-driven ECED project across 50 poor districts in Indonesia?; (4) what can be learned from the short-term results of a randomized evaluation of the project's impact on childrens development?; and (5) what insights can be derived from this body of research to inform future policies and practices in Indonesia and beyond? With support from the World Bank and other development partners, the government has provided new early childhood services in 6,000 poor communities across 50 districts in the country. The lessons from this experience are focused in this book.
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Influenced by the condition of young children within its own country and by the pattern of international evidence about the value of early childhood education and development (ECED), the government of Indonesia has implemented policies and programs that prioritize the early years of children's lives.
... See More + The first critical step was taken in 2001, when a new directorate dedicated to early childhood was established within the Ministry of Education and Culture. The second critical step was taken when early childhood education was included in a succession of key policy documents-the National Education System Law No. 20 in 2003 and the Ministry of Education and Culture's Strategic Plan (Rencana Strategis or Renstra) in 2004. Despite such progress, the major challenges that Indonesia faces today are also akin to those faced by many other middle- and low-income countries. The experiences and research results discussed in this book are: researchers in early childhood development and program evaluation, policy makers within and outside of Indonesia, providers of early childhood services, professional development providers, and advocates for quality early childhood services. The evidence presented in this book reinforces that multiple influences affect children's development in the first years of life. Family poverty is an important mediator of the influence of community resources and children's innate abilities. Increased access to early childhood services can have positive effects on development outcomes, even in the short run. These services can buffer the effects of home environments that are not sufficiently stimulating and can encourage parents to increase their use of practices that will promote their children's development. Policy makers and practitioners in Indonesia and countries around the world have made important progress in understanding the importance of these strong foundations for later success. As the next generation of development goals are considered, early childhood education and development is sure to be a central focus. Continued emphasis is needed on sustainable financing and ensuring quality as governments pursue agendas focused on the expansion of ECED services.
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This document previews a forthcoming World Bank book to be published in early 2013, entitled Teacher Reform in Indonesia: the role of politics and evidence based policymaking.
... See More + The book tells the story of Indonesia's efforts to reform and enhance the quality of one of the largest and most complex education systems in the world. This book will examine the following questions: 1) what was the pre-reform status of Indonesia's education system and its teachers, the triggers for the reform, the main components of the reform (as embodied in the 2005 teacher and lecturer law and subsequent regulations designed to implement it), and the political economy context in which the law originated and has been implemented? 2) What were the pre- and post-reform structures, strategies, and processes of the Indonesian teacher management and development system? 3) What was the impact of these efforts both on teacher status, motivation, subject knowledge, and pedagogical skills and on student outcomes? And 4) what have been the implications of the reform for the efficiency of Indonesia's education system both financial and in terms of teacher distribution and student-teacher ratios and what is still needed to ensure that the current reforms are, in fact, sustainable?
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This publication outlines the manner in which the teacher certification process mandated by the law on teachers and lecturers, was developed and is currently being implemented.
... See More + It is an historical record of the events which took place over the three years from December 2005 to December 2008 and the impact of these events on education agencies and structures in Indonesia. The enactment of the teacher law took place against a backdrop of concern for the quality of education in Indonesia and in a context in which the roles of a number of teacher training agencies and structures were under review. Because of its comprehensive nature, the law will have a significant impact on many of these agencies and many of the policies currently in place. The manner in which these future polices may develop is addressed. This document examines the status of teachers at the time of the introduction of the teacher law: their quality, salary levels, and other available incentives. To some extent, it describes a poorly paid and ineffectively managed teaching service, both at the district and school level. The Third International Mathematics and Science Study (TIMMS) and Program for International Student Assessment (PISA) show evidence of poor overall student performance, which has implications regarding the quality of teaching. Attempts in the past to deal with this situation through salary increases, professional development courses and improvement in training, promotion possibilities, and other strategies are examined but found to have largely failed to achieve their goals, partly because they have been conceived and implemented in a piecemeal fashion. Only the teacher law has attempted to address the issue comprehensively by linking a varied range of strategies to the powerful incentive of a significant salary increase.
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The purpose of this report is to assist the Government of Indonesia to identify priorities for expanding effective and sustainable early childhood services targeted to children in the first six years of life.
... See More + The report is organized in three sections. The first section explains how expanding services for young children can help to alleviate inequities in human development outcomes. A second section presents the current situation of the early childhood education and development subsector in Indonesia and emerging issues. The final section sets forth recommendations.
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One challenge facing countries in the Middle East and North Africa is born of the regions success over the past decades. In most countries, central governments made great efforts to extend access to basic education to all children while also dramatically expanding tuition-free post-basic education.
... See More + As increasing numbers of students complete basic education, their demand for higher levels is similarly increasing. Public expenditures for education are rising exponentially and will soon be unsustainable. Creative solutions to the problems presented by the financing challenge will be needed, including allowing a greater role for the private sector, relying more on local communities for school management, and using technological solutions for delivery of higher education. A second challenge is increasing the educational attainment of girls and women, particularly among the poor. Countries in the Middle East and North Africa are increasingly integrated in world markets for manufactured goods. Their ability to compete in these markets and in globalizing service markets will depend on the quality of human capital they bring to the competition. Ensuring that all citizens are literate and numerate, that many possess a wide range of problem solving skills beyond that basic level, and that some have world class professional skills will require new curricula, improved teacher training programs, and pedagogic methods that encourage higher order cognitive skills.
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One challenge facing countries in the Middle East and North Africa is born of the region's success over the past decades. In most countries, central governments made great efforts to extend access to basic education to all children while also dramatically expanding tuition-free post-basic education.
... See More + As increasing numbers of students complete basic education, their demand for higher levels is similarly increasing. Public expenditures for education are rising exponentially and will soon be unsustainable. Creative solutions to the problems presented by the financing challenge will be needed, including allowing a greater role for the private sector, relying more on local communities for school management, and using technological solutions for delivery of higher education. A second challenge is increasing the educational attainment of girls and women, particularly among the poor. Countries in the Middle East and North Africa are increasingly integrated in world markets for manufactured goods. Their ability to compete in these markets and in globalizing service markets will depend on the quality of human capital they bring to the competition. Ensuring that all citizens are literate and numerate, that many possess a wide range of problem solving skills beyond that basic level, and that some have world class professional skills will require new curricula, improved teacher training programs, and pedagogic methods that encourage higher order cognitive skills.
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One challenge facing countries in the Middle East and North Africa is born of the region's success over the past decades. In most countries, central governments made great efforts to extend access to basic education to all children while also dramatically expanding tuition-free post-basic education.
... See More + As increasing numbers of students complete basic education, their demand for higher levels is similarly increasing. Public expenditures for education are rising exponentially and will soon be unsustainable. Creative solutions to the problems presented by the financing challenge will be needed, including allowing a greater role for the private sector, relying more on local communities for school management, and using technological solutions for delivery of higher education. A second challenge is increasing the educational attainment of girls and women, particularly among the poor. Countries in the Middle East and North Africa are increasingly integrated in world markets for manufactured goods. Their ability to compete in these markets and in globalizing service markets will depend on the quality of human capital they bring to the competition. Ensuring that all citizens are literate and numerate, that many possess a wide range of problem solving skills beyond that basic level, and that some have world class professional skills will require new curricula, improved teacher training programs, and pedagogic methods that encourage higher order cognitive skills.
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